12,782
edits
OER4Schools/ChaUni Effective use of ICT: Difference between revisions
From OER in Education
OER4Schools/ChaUni Effective use of ICT (view source)
Revision as of 14:47, 22 May 2012
, 12 years ago→Introduction to the activity
No edit summary |
|||
| Line 2: | Line 2: | ||
= Introduction to the activity = | = Introduction to the activity = | ||
[[Image:oer4s groupwork outdoors.jpg|thumb|350px|Pupils work together using ICT]] | [[Image:oer4s groupwork outdoors.jpg|thumb|350px|Pupils work together using ICT]] | ||
This activity is about the investigation of the effective use of ICT, for instance exploring collaborative writing in primary and higher education. The activity uses “different-task group work” as a pedagogical strategy, where different groups work on different tasks. | This activity is about the '''investigation of the effective use of ICT''', for instance exploring collaborative writing in primary and higher education. The activity uses “different-task group work” as a pedagogical strategy, where different groups work on different tasks. | ||
We envisage that this activity would be conducted over a number of days, for instance every morning for a whole week (i.e. a total of 2.5 days). | We envisage that this activity would be conducted over a number of days, for instance every morning for a whole week (i.e. a total of 2.5 days). | ||
In this activity, you (as the participants) will look at "learning to use ICT effectively" in two ways: | In this activity, you (as the participants) will look at "learning to use ICT effectively" in two ways: | ||
* You will use ICTs effectively for yourself as part of this task (in tertiary education), but you will also | * You will '''use ICTs effectively for yourself as part of this task''' (in tertiary education), but you will also | ||
* see and reflect on how ICT is used effectively in teaching and learning in primary and secondary education. | * see and reflect on '''how ICT is used effectively in teaching and learning''' in primary and secondary education. | ||
This task is carried out in groups (and you may want to look at OER4schools Unit 3 on group work for more information about the benefits of collaborative working). Groups can be formed in different ways (group work is covered in [[OER4Schools/3.1_Group_work:_Same-task_and_different-tasks_group_work|the OER4Schools professional learning resource Unit 3]]). The method we use here is forming groups randomly. Participants are assigned a letter from A to F randomly, and thus forms groups A to F. The lecturer should make sure that this really leads to well mixed groups, and that participants do not swap groups after groups have been allocated. | This task is carried out in groups (and you may want to look at OER4schools Unit 3 on group work for more information about the benefits of collaborative working). Groups can be formed in different ways (group work is covered in [[OER4Schools/3.1_Group_work:_Same-task_and_different-tasks_group_work|the OER4Schools professional learning resource Unit 3]]). The method we use here is forming groups randomly. Participants are assigned a letter from A to F randomly, and thus forms groups A to F. The lecturer should make sure that this really leads to well mixed groups, and that participants do not swap groups after groups have been allocated. | ||
| Line 14: | Line 14: | ||
As participants you should note that we use similar ideas for carrying out this ask as you might use as a teacher in primary or secondary education. This is called modelling, and create linkages between the methods used at various levels of education. For instance, group formation, and also explicitly making sure that “everybody understands”. | As participants you should note that we use similar ideas for carrying out this ask as you might use as a teacher in primary or secondary education. This is called modelling, and create linkages between the methods used at various levels of education. For instance, group formation, and also explicitly making sure that “everybody understands”. | ||
Having formed the groups, you | Having formed the groups, you then split into groups. Group A-C will be given be given the task of investigating the use of the ICT installation in a nearby primary school, while groups D-F will investigate a number of computer applications for use in education. | ||
Note that we have a class size of about 30, and are forming six groups of 5 each. For different class sizes, we would form more groups. | Note that we have a class size of about 30, and are forming six groups of 5 each. For different class sizes, we would form more groups. | ||
